Pupils developing the real life skills to be more creative, independent and reflective learners and to be more effective team workers and effective self-managers.

Pupils being more effective participators in the local and global community.

Pupil being engaged and motivated and see the relevance of their learning in modern society.

In Key Stage 3 our curriculum has been designed with a broad suite of traditional subjects. The themes adopted by subjects are based on the cross curricular dimensions. These are mapped out to ensure full and well timed coverage. Progression maps have been designed to ensure both a secure transition to Key Stage 4 and also to enable skills to be transferred and applied across the curriculum.

We have moved to focus on key processes as well as key concepts and we have focused on the development of skills in lessons. Teaching strategies such as collective memory, reading images and fortune lines have been demonstrated and adopted by subjects. Kagan structures have also been demonstrated to promote effective participation. Personal Learning and Thinking Skills are developed through subjects; there is a real focus on these skills through the 5 PSHE challenge days which occur throughout the year. These are calendared and also incorporate Careers education & guidance and curriculum pathways. Our Key Stage 3 curriculum develops the skills required in time for a positive start to the Key Stage 4 curriculum in Year 9.

Our Key Stage 4 starts in Year 9 for all subjects to enable a fuller, consolidated and mastery approach to learning. It also allows us to be more synoptic in our coverage. The additional year allows the time to deepen understanding, practice skills through repetition & consolidation tasks in order for learning to move towards the ‘long term’ memory stage. We offer a broad mixture of traditional GCSE subjects as well as vocational & BTEC courses in Sport, Technology, Hospitality & Catering and Music. Pupils also study vocational based courses in ICT. On average approximately 80% of each cohort study a full suite of EBAC subjects. For a small number of pupils there is an opportunity to access a more vocational curriculum with time built in to support the development of key functional skills including numeracy & literacy, which are required for them to be successful post 16. Market research during the options process helps us to tailor the curriculum to the changing needs of our pupils.